Ms. Bartek is pretty open with her students. She tells them about her weekend and asks students if "They are okay" at the beginning of class. She asks for student input on her Mexican pen-pal program she is trying to set up via the internet so students can communicate with a cross-cultural language student. One of her students Ashley shot down this program, claiming there are Spanish-speaking people at the school and there is no reason to talk outside the country. Ms. Bartek was surprised and offended by her remark. She brings them candy and hands it out in the beginning of class. She also goes out of her way to encourage means of learning outside the classroom, such as a student opportunity to be published by participating in a science project on native beetles. This gives students some power to pursue their own learning. She also encourages students to come to her if they have problems. Often times, Ms. Bartek assigns students to make games to get the class more engaged in the topic. Her class is mainly lecture-based. She uses big packets as student homework and reviews it with them in class.
Reflections:
I perceive that student power varies in its distribution. A lecture-based class does not leave much room for student participation or student "power" in the class. Students are encouraged to do their work, but in Ashley's case, not encouraged to speak their mind. Students have the power to talk during class but they never question what they are learning, or why they are learning what they are. It makes me wonder if students know why they are learning the content at all. This is a big concern for me. It relates to student interest of the class and students' minds, and I think students should be able to feel like they can question the class if they need to. That is part of what helps them critically think about their own word, which I believe is very important. The power definately seems to vary across different classes. Students are encouraged to participate more in the Earth Science class as opposed to the Honors Biology class, which is strange to me. Honors classes, if anything, should require more student participation, not less. Often times, I think AP/honors courses, especially in my own high school, were backwards.
Note to self: It is good to remind yourself, as a teacher, to encourage students to speak their mind, even if you don't agree with what they have to say.
Observations:
Ms. Bartek is pretty open with her students. She tells them about her weekend and asks students if "They are okay" at the beginning of class. She asks for student input on her Mexican pen-pal program she is trying to set up via the internet so students can communicate with a cross-cultural language student. One of her students Ashley shot down this program, claiming there are Spanish-speaking people at the school and there is no reason to talk outside the country. Ms. Bartek was surprised and offended by her remark. She brings them candy and hands it out in the beginning of class. She also goes out of her way to encourage means of learning outside the classroom, such as a student opportunity to be published by participating in a science project on native beetles. This gives students some power to pursue their own learning. She also encourages students to come to her if they have problems. Often times, Ms. Bartek assigns students to make games to get the class more engaged in the topic. Her class is mainly lecture-based. She uses big packets as student homework and reviews it with them in class.
Reflections:
I perceive that student power varies in its distribution. A lecture-based class does not leave much room for student participation or student "power" in the class. Students are encouraged to do their work, but in Ashley's case, not encouraged to speak their mind. Students have the power to talk during class but they never question what they are learning, or why they are learning what they are. It makes me wonder if students know why they are learning the content at all. This is a big concern for me. It relates to student interest of the class and students' minds, and I think students should be able to feel like they can question the class if they need to. That is part of what helps them critically think about their own word, which I believe is very important. The power definately seems to vary across different classes. Students are encouraged to participate more in the Earth Science class as opposed to the Honors Biology class, which is strange to me. Honors classes, if anything, should require more student participation, not less. Often times, I think AP/honors courses, especially in my own high school, were backwards.
Note to self: It is good to remind yourself, as a teacher, to encourage students to speak their mind, even if you don't agree with what they have to say.
**Class Topic: Honors Biology
Grade:mainly seniors
Observed by: Samantha DeCuollo